A perspective on simulated patients’ and patient-educators’ teaching of communication skills

2018 ◽  
Vol 52 (10) ◽  
pp. 1097-1097 ◽  
Author(s):  
Mohammad Y Abdoolraheem ◽  
Mohamad Zeina
Keyword(s):  
Communication Skills ◽  
Simulated Patients

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

Teleoncology: Assessing online communication skills of millennial medical students.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e13616-e13616
Author(s):  
Ernesto Gil Deza ◽  
Lourdes Gil Deza ◽  
Mariana Abal ◽  
Marta Dragosky ◽  
Claudia Lorena Acuna ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Communication Channel ◽  
Student Assessment ◽  
Online Communication ◽  
Previous Experience ◽  
Simulated Patients ◽  
Alternative Communication ◽  
Patient Understanding ◽  
Network Connection

e13616 Background: COVID-19 posed new challenges in patient care and led to an increase in teleoncology. This paper analyzes telemedicine communication skills of millennial medical students of the postgraduate program of Clinical Oncology at Universidad del Salvador, Buenos Aires. Methods: Student assessment was based on a video call interaction with simulated patients in two stations (30 minutes each) of the Virtual Observational Standard Clinical Examination (V-OSCE), implemented in November 2020. Students received virtual communication guidelines and participated in training sessions to use the video call platform. All interactions were recorded. Assessment items (Table). Results: A total of 25 students were evaluated: 1 (4%) was ineligible due to network connection issues; 24 (96%) participated in both interactions. We analyzed 48 interactions in total. Opening: 6/48 interactions completed all five required items. Most recurring problems: not checking for patient’s previous experience with teleoncology (37/48) and not providing an alternative communication channel in case of technical difficulties (40/48). Middle: the results were similar to in-person interaction observed in previous exams, 35/48 interactions completed all required items. End: 16/48 interactions completed both items. In 32/48 the student did not check for patient understanding of the information provided. Only 3/48 interactions completed all 12 items. Conclusions: A) The V-OSCE is a useful tool to practice and evaluate teleoncology communication skills. B) The Middle Moment of the interactions was similar to an in-person interaction. However, the Opening and End of the interview were more challenging. The most critical struggles being: checking for patient’s previous experience in teleoncology, providing an alternative communication channel in case of technical difficulties and checking for patient understanding. C) COVID-19 established new forms of communication that are likely to remain even after the pandemic has ended. It is important to address this demand for online communication skills in medical education curricula.[Table: see text]

534 ADVANCED COMMUNICATION SKILLS: TEACHING DURING A PANDEMIC

2021 ◽  
Vol 50 (Supplement_2) ◽  
pp. ii1-ii4
Author(s):  
A Pedersen ◽  
M Greenhalgh ◽  
M Tan ◽  
R Terry ◽  
C Royle ◽  
...  
Keyword(s):  
Communication Skills ◽  
Cost Effective ◽  
Bad News ◽  
Simulated Patients ◽  
Point Scale ◽  
Skill Levels ◽  
Teaching Programme ◽  
Telephone Surveys ◽  
New Challenges ◽  
Eol Care

Abstract Introduction In the first wave of the COVID-19 pandemic, it was recognised there would be an increased demand on clinicians to provide patients and relatives with bad news. The national ban on hospital visiting rapidly changed the way in which this news would be delivered. In recognition of these new challenges, our team sought to design a teaching course that could be implemented quickly and cost effectively, with the aim of improving clinician’s confidence around these difficult skills. Methods A teaching programme was created using senior geriatric and palliative care clinicians as simulated patients, open to any grade and speciality. Learners were required to break bad news (BBN) without any visual feedback, to simulate skills required when using the telephone. Surveys were collected to determine self–assessed confidence across four domains (Table 1) before, immediately after and 4–20 weeks after the course. Participants were asked to rank their confidence for each skill on a 5 point scale with 1 being very unsure and 5 being very confident. Results Pre-teaching scores showed an average of 3 (neither confident nor unsure) across all domains. After the course all domains improved, most notably around discussing end of life (EoL) care and discussing information over the phone. Conclusion This project has highlighted a lack of confidence across all skill levels when it comes to BBN. This confidence is easily improved by a short, cost-effective teaching course. It remains to be seen if this improved confidence translates to better communication with relatives.

scholarly journals Effects of electronic health record use on the exam room communication skills of resident physicians: a randomized within-subjects study

2014 ◽  
Vol 22 (1) ◽  
pp. 192-198 ◽  
Author(s):  
Teresa Taft ◽  
Leslie Lenert ◽  
Farrant Sakaguchi ◽  
Gregory Stoddard ◽  
Caroline Milne
Keyword(s):  
Internal Medicine ◽  
Communication Skills ◽  
Simulated Patients ◽  
First Year ◽  
Laptop Computer ◽  
Internal Medicine Training ◽  
Paper Chart ◽  
Within Subjects ◽  
Electronic Health ◽  
The Impact

Abstract Background The effects of electronic health records (EHRs) on doctor–patient communication are unclear. Objective To evaluate the effects of EHR use compared with paper chart use, on novice physicians’ communication skills. Design Within-subjects randomized controlled trial using observed structured clinical examination methods to assess the impact of use of an EHR on communication. Setting A large academic internal medicine training program. Population First-year internal medicine residents. Intervention Residents interviewed, diagnosed, and initiated treatment of simulated patients using a paper chart or an EHR on a laptop computer. Video recordings of interviews were rated by three trained observers using the Four Habits scale. Results Thirty-two residents completed the study and had data available for review (61.5% of those enrolled in the residency program). In most skill areas in the Four Habits model, residents performed at least as well using the EHR and were statistically better in six of 23 skills areas (p&lt;0.05). The overall average communication score was better when using an EHR: mean difference 0.254 (95% CI 0.05 to 0.45), p = 0.012, Cohen's d of 0.47 (a moderate effect). Residents scoring poorly (&gt;3 average score) with paper methods (n = 8) had clinically important improvement when using the EHR. Limitations This study was conducted in first-year residents in a training environment using simulated patients at a single institution. Conclusions Use of an EHR on a laptop computer appears to improve the ability of first-year residents to communicate with patients relative to using a paper chart.

Medical student training in communication skills

2017 ◽  
Author(s):  
Gregory Makoul ◽  
Joshua Hauser ◽  
Henry Schneiderman
Keyword(s):  
Palliative Care ◽  
Conflict Management ◽  
Communication Skills ◽  
Family Involvement ◽  
Interdisciplinary Teams ◽  
School Level ◽  
Simulated Patients ◽  
Small Group Teaching ◽  
Student Training ◽  
Physician Role

This chapter reviews contemporary approaches to teaching and assessing communication skills at the medical school level, explicating considerations for effective communication in the context of oncology and primary care. Primary approaches for training involve small-group teaching with either role play or interviews with simulated patients. The SEGUE Framework for Teaching and Assessing Communication Skills is a widely used conceptual framework that is flexible enough for diverse situations, yet sufficiently specific to afford practical guidance. Several aspects of communication in oncology and palliative care make communication particularly challenging and important: (i) physician role; (ii) illness severity; (iii) interdisciplinary teams; (iv) dying and death; (v) family involvement. Accordingly, this context presents predicaments requiring advanced communication skills, which augment the basic skills needed to accomplish tasks outlined in the SEGUE Framework. These include addressing: (i) bad news; (ii) prognosis/uncertainty; (iii) goals of care/palliative care; (iv) conflict management; (v) family meetings; (vi) teamwork.

The Oncotalk/Vitaltalk model

2017 ◽  
Author(s):  
Robert M. Arnold ◽  
Anthony L. Back ◽  
Walter F. Baile ◽  
Kelly A. Edwards ◽  
James A. Tulsky
Keyword(s):  
Communication Skills ◽  
Lessons Learned ◽  
Simulated Patients ◽  
Evidence Based ◽  
Learning Context ◽  
Small Group Teaching ◽  
Immediate Feedback ◽  
Dying Patients ◽  
Seriously Ill Patients ◽  
Seriously Ill

Clinicians can, with training, improve their communication skills. In this chapter, we describe an interactive, evidence-based method for teaching clinicians to communicate with seriously ill patients. The programme, Vitaltalk, emphasizes small-group teaching with simulated patients and immediate feedback to allow learners to practice how to give serious news, talk about goals of care, and about what is most important to dying patients. This chapter describes common evidence-based principles used in developing an advanced communication skills programme based on Oncotalk experiences, identifies unique aspects of the learning context within an intensive retreat structure, and illustrates the lessons learned that can be tested in other settings. The programme is effective in improving learners’ communication skills in clinical studies. The growth of this programme in multiple specialties is discussed, as are our plans for disseminating the programme in the future.

Discussing the transition to palliative care: Evaluation of a brief communication skills training program for oncology clinicians

2010 ◽  
Vol 8 (4) ◽  
pp. 441-447 ◽  
Author(s):  
Michelle N. Grainger ◽  
Sue Hegarty ◽  
Penelope Schofield ◽  
Vicki White ◽  
Michael Jefford
Keyword(s):  
Palliative Care ◽  
Cancer Patients ◽  
Communication Skills ◽  
Health Professionals ◽  
Skills Training ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Anti Cancer ◽  
Practical Information ◽  
Care Evaluation

AbstractObjective:Discussing the transition from active anti-cancer treatment to palliative care can be difficult for cancer patients and oncology health professionals (OHP). We developed a brief communication skills workshop to assist OHP with these conversations, and examined satisfaction with the workshop and perceived confidence regarding these discussions.Method:Interactive workshops were conducted by trained facilitators and included cognitive, behavioral, and experiential components. The major component of the workshop involved role-plays with trained actors (simulated patients). Participants completed an evaluation questionnaire.Results:Sixty-two OHP participated in workshops. Overall, participants were highly satisfied with the workshop content and format. All participants felt the workshop provided relevant practical information, and >80% thought that participation benefited their work. Over 98% said that the workshop had increased confidence in their communication skills.Significance of results:Participants were very satisfied with the workshop, and thought that participation increased confidence in communicating about the transition to palliative care. Dissemination of this model of communication skills training seems warranted.

Critical conversations in gynecologic oncology: Pilot study of communication skills training for fellows and advanced practice providers.

2016 ◽  
Vol 34 (26_suppl) ◽  
pp. 29-29
Author(s):  
Carolyn Lefkowits ◽  
Kerri S. Bevis ◽  
Elise Carey ◽  
Robert Arnold ◽  
Lisa Podgurski
Keyword(s):  
Communication Skills ◽  
Skill Acquisition ◽  
Gynecologic Oncology ◽  
Skills Training ◽  
Surgical Oncology ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Advanced Practice ◽  
Goals Of Care ◽  
Good Communication

29 Background: Good communication is crucial to good patient care. Gynecologic oncology providers often face challenging communication scenarios, including giving serious news and discussing goals of care. Communication skills training (CST) has been shown to improve skill acquisition among providers of multiple specialties, but it has not been described in providers from gynecologic oncology or any surgical oncology specialty. Methods: We conducted a two-day CST workshop, based on the VitalTalk© model, with four faculty members (2 gynecologic oncologists and 2 palliative care physicians) and 10 gynecologic oncology provider participants (5 fellows and 5 advanced practice providers). Using didactics, demonstrations and practice sessions with simulated patients we focused on giving serious news and discussing goals of care. Pre and immediate post-workshop surveys evaluated acceptability of the workshop, perceived impact of preparedness to address challenging communication scenarios and anticipated impact on clinical practice. We compared pre and post-workshop prevalence of score of 4 or 5 out of 5 on a Likert scale for preparedness to handle 14 challenging communication scenarios. Results: Participants reported statistically significant increase in preparedness to handle 13 out of 14 challenging communication scenarios. Among those 13 topics, magnitude of improvement in proportion of participants rating preparedness 4 or 5 out of 5 ranged from 40-100% (all p < 0.05). All participants would recommend the course to others and all strongly agreed that this training should be required of all gynecologic oncology clinicians. Conclusions: Participants felt strongly that the workshop provided high quality education relevant to their practice. As a result of the workshop, participants reported statistically significantly increased preparedness to handle challenging communication scenarios. CST is feasible and has high perceived effectiveness for clinicians in the primarily surgical oncologic specialty of gynecologic oncology.

Sign in / Sign up

Export Citation Format

Share Document